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Бакалавриат 2022/2023

Профессиональная деятельность преподавателя иностранного языка

Направление: 45.03.02. Лингвистика
Когда читается: 3-й курс, 2, 3 модуль
Формат изучения: без онлайн-курса
Охват аудитории: для своего кампуса
Язык: английский
Кредиты: 5
Контактные часы: 36

Course Syllabus

Abstract

This practice-oriented course is aimed at preparing students for effective teaching in different contexts both offline and online. The range of topics covered in this course includes, but is not limited to, instructional design, classroom management, teacher-student and student-student interaction, classroom assessment and feedback, teacher effectiveness and professional development. By completing a wide range of diverse individual and group activities throughout the course, students will not only get the opportunity to practice the core teaching skills, but will also develop a set of language teachers’ professional problem-solving and critical thinking skills. The collaborative learning environment will prompt students to practice reflective teaching and explore their own teaching style.
Learning Objectives

Learning Objectives

  • Knowing the key terminology used in English language teaching, applying this terminology in planning and teaching;
  • Extending their knowledge and awareness of those aspects of language which are relevant to their professional practice;
  • Consolidate and refine their planning and their practical classroom skills;
Expected Learning Outcomes

Expected Learning Outcomes

  • being able to use appropriate professional-to-professional discourse
  • ability to control Teacher Talking Time and Student Talking Time
  • ability to establish rapport and a positive atmosphere in the classroom and to deal with small disruptions and serious discipline issues
  • ability to organise pair and group work
  • ability to use different correction strategies
  • being able to demonstrate the knowledge of the role of a teacher
  • being able to dentify your strength and weaknesses and ability to minimize and overcome these weaknesses
  • being able to effectively organise individual, pair and group work
  • being able to give a learner a comprehensive teacher comment on their performance
  • being able to give clear, concise, yet specific enough instructions for different kinds of activities
  • being able to give instructions to higher-level classes
  • being able to give instructions to lower-level classes
  • being able to grade their language when giving complex instructions to learners
  • being able to objectively evaluate personal strengths and weaknesses and being able to come up with and being able to employ different strategies of how to overcome the latter
  • being able to plan further professional development
  • being able to plan timing for different activities ahead and keep to it during the lesson
  • being able to reasonably use TTT during the lesson
  • being able to recognise and take up different roles of a teacher for boosting the effectiveness of language instruction
  • being able to sort out small disruptions during the lesson
  • being able to use different assessment scales for assessing speaking
  • being able to use different assessment scales for assessing writing
  • being aware of different directions for further professional development as a teacher
  • being aware of different kinds of teacher feedback in the language classroom
  • being aware of different roles of a language teacher in the ELT classroom
  • being aware of different types of language assessment
  • create some types of assessment materials and rubrics
  • define validity, reliability, and other psychometric characteristics
  • demonstrating knowledge of a key terminology
  • demonstrating the ability to give different types of instructions according to the level of learners
  • differentiate between evaluation, testing and assessment
  • engage and motivate students in traditional and distance classrooms
  • know current approaches to assessment
  • knowing and being able to employ different behavioural management strategies
  • knowing and being able to employ different practices for professional self-reflection
  • knowing and being able to use different strategies for error-correction in speaking
  • knowing and being able to use different strategies for error-correction in writing
  • knowing different strategies of feedback and the ability to use them
  • knowing the characteristics of effective teacher feedback
  • knowing the core principles of language assessment
  • make lessons learner-centered and learning-centered
  • use techniques suggested by current approaches
Course Contents

Course Contents

  • Фидбэк. Корректирование ошибок.
  • Classroom management
  • Giving Instructions
  • Assessment and Feedback in ELT
  • Classroom Dynamics
  • Student-centered teaching.
  • Current approaches to assessment.
  • Personal development
  • Tests and testing. Psychometric characteristics of tests.
  • The Role of a Teacher
  • Giving instructions
  • The role of a teacher
  • Classroom dynamics
  • Assessment and feedback
  • Professional development of a language teacher
Assessment Elements

Assessment Elements

  • non-blocking Continuous assessment
    Continuous assessment is conducted throughout the whole period of study and is made up of grades for quizzes, class participation, and regular home tasks.
  • non-blocking Assignment 1 (Lesson Analysis)
    If a student does not submit the assignment on a due date, they may submit it within a week after the due date, but they will lose three points off their final grade for this assignment.
  • non-blocking Assignment 2 (Giving Instructions)
    Students write a script of how they would give instructions to three complex activities in the ELT classroom. Each set of instructions is assessed on a ten-point scale.
  • non-blocking Assignment 3 (Assessment)
    This is an integrated reading-into-writing task where students assesss an essay written by a learner of B1/B2 level of English (CEFR), using Cambridgr writing performance assessment scale.
  • non-blocking Assignment 4 (Feedback)
    students synthesise the information about student’s performance obtained when assessing his/her written work and write a feedback comment to the student of no shorter than 100 words.
  • non-blocking Assignment 5 (Reflective essay)
    Students write a reflective analysis of a study situation which occurred during their teaching placement or internship. Students need to substantiate their analysis by citing ELT experts from reputed sources.
  • non-blocking Exam
    Students will receive two problematic situations which may take place in the language teaching classroom. Students are to write an extended comment, in which they are to interpret the problem (answer the question ‘So what?’), speculate upon possible reasons and solutions.
Interim Assessment

Interim Assessment

  • 2022/2023 3rd module
    0.125 * Continuous assessment + 0.1 * Assignment 3 (Assessment) + 0.1 * Assignment 2 (Giving Instructions) + 0.25 * Exam + 0.1 * Assignment 5 (Reflective essay) + 0.1 * Assignment 1 (Lesson Analysis) + 0.1 * Assignment 4 (Feedback)
Bibliography

Bibliography

Recommended Core Bibliography

  • Clemons, B. E. (2020). Teacher Induction and Classroom Management.
  • Ellis, R. (2008). A typology of written corrective feedback types. https://doi.org/10.1093/elt/ccn023
  • Ellis, R. (2017). Oral corrective feedback in language teaching: A historical perspective. https://doi.org/10.21897/25394185.1482
  • Ferris, D. (2003). Response To Student Writing : Implications for Second Language Students. Routledge.
  • Ocak, G., & Karafil, B. (2020). Development of Teacher Feedback Use Evaluation Scale. International Journal of Progressive Education, 16(1), 287–299.
  • Ohashi, L. (2018). Self-Directed Learning and the Teacher’s Role: Insights from Two Different Teaching Contexts. Research-Publishing.Net.
  • Ragchaa, J. (2019). English Language Teachers’ View on Assessment and Their Reflection on Teaching Practices: A Mongolian Case Study. European Journal of Educational Sciences, 6(2), 1–14.
  • Wright, T. (2005). Classroom Management in Language Education. Palgrave Macmillan.

Recommended Additional Bibliography

  • Abdullah Al Fraidan. (2019). New test-taking patterns and their effect on language test validity. Language Testing in Asia, (1), 1. https://doi.org/10.1186/s40468-019-0088-5
  • Collier-Meek, M. A., Johnson, A. H., Sanetti, L. H., Minami, T., & Eckert, T. (2019). Identifying Critical Components of Classroom Management Implementation. School Psychology Review, 48(4), 348–361. https://doi.org/10.17105/SPR-2018-0026.V48-4
  • Donyaie, S., & Afshar, H. S. (2019). EFL Teachers’ Reflective Journal Writing: Barriers and Boosters. Iranian Journal of Language Teaching Research, 7(3), 71–90.
  • Dumlao, R. P., & Pinatacan, J. R. (2019). From Practice to Writing: Using Reflective Journal Instruction in Enhancing Pre-Service Teachers’ Professional Development. International Journal of Instruction, 12(4), 459–478.
  • Ellis, R. (2009). Corrective Feedback and Teacher Development.
  • Ellis, R., Loewen, S., & Erlam, R. (2006). Implicit and Explicit Corrective Feedback and the Acquisition of L2 Grammar. https://doi.org/10.1017/s0272263106060141
  • Gkonou, C., & Miller, E. R. (2020). An Exploration of Language Teacher Reflection, Emotion Labor and Emotional Capital. https://doi.org/10.1002/tesq.580
  • Natalia V. Chicherina, Feng Liu, & Oksana Yu. Obraztsova. (2020). Classroom Management in EFL Classes: Perception in China and Russia. Integraciâ Obrazovaniâ, 24(2), 185–205. https://doi.org/10.15507/1991-9468.099.024.202002.185-205
  • Pekbay, C., & Koray, Ö. (2020). Alternative Assessment Tools Based on a Feedback Process: Perceptions of Pre-Service Science Teachers. Malaysian Online Journal of Educational Sciences, 8(1), 50–63.
  • Qiang Huang. (2018). Examining Teachers’ Roles in Online Learning. https://doi.org/10.4995/eurocall.2018.9139
  • Ralston, N. C., Smith, R., Naegele, Z., & Waggoner, J. (2019). Investigating the Impacts of a Collaborative Language Teacher Professional Development. TESL-EJ, 24(2).
  • Rod Ellis. (2013). Corrective feedback in teacher guides and SLA. Iranian Journal of Language Teaching Research, 1(3), 1–18.
  • Yaman, S. (2016). Study on Reflection as a Source of Teacher Development: Pre-Service and Experienced Teachers. Educational Research and Reviews, 11(7), 437–448.
  • Zhao, W. (2016). Academic English Teaching for Postgraduates Based on Self-Regulated Learning Environment: A Case Study of Academic Reading Course. English Language Teaching, 9(5), 214–224. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1099634